Knowledge into practice : exploring fairness configurations for objective behavior in peer assessment

This research uses fuzzy set/Qualitative Comparative Analysis (fsQCA) to explore the role of perceived fairness in promoting objective behavior in peer assessment. Drawing on three key antecedents - outcome fairness, anonymity, and explanation - the paper presents multiple combinations of antecedents that lead to high levels of perceived fairness among students. Contrary to the proposition that all fairness factors must be high, the findings reveal that perceived fairness can be achieved when any two of the three antecedents are present at high levels. Specifically, three effective combinations emerge: (1) high outcome fairness with high anonymity and low explanation, (2) high outcome fairness with low anonymity and high explanation, and (3) low outcome fairness with high anonymity and high explanation. These results underscore the compensatory nature of fairness perceptions and offer practical implications for educators and administrators designing peer assessment systems. By ensuring at least two fairness dimensions are adequately addressed, institutions can foster more reliable and ethical peer evaluations. The paper contributes to the literature on peer assessment by highlighting the configurational logic of fairness and its practical utility in educational contexts.